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to simplify because they often show narrow views of different cultures and encourage
people to talk about them.
It’s clear from the discussion above that culture and language are intricately
interwoven so that one cannot separate the two without losing the significance of either
language or culture'. If any one of them is separated the other remains incomplete. In
EFL or ESL class room the students should be taught English with the culture identity
associated with it so that the students can acquire the target language with cultural
background and correspond in real life situations. It is observed that many students,
who have excellent academic performance in English subject, sometimes, find it very
difficult to correspond with native speakers or in real life situations. This might be the
result of learning English without proper awareness of its culture. Therefore, the role
of culture identity plays in teaching and learning of English as a foreign/ second
language cannot be avoided while designing course for EFL/ ESL students and in the
class room situations. The teachers should keep in mind the importance of culture
identity and must have a prior knowledge of the cultural knowledge of the lesson and
material she/he is going to teach the students.
References
1.
Alptekin, C. 2002. ‘Towards intercultural communicative competence in ELT’. ELT Journal
56/1: 57-64.
2.
Byram, M. & Flemming, M. (Eds.) 1998. Language Learning from an Intercultural.
Perspective. Cambridge: Cambridge University Press.
3.
Cook, V. 1999. ‘Going beyond the native speaker in language teaching’. TESOL Quarterly
33/2: 185-209.
4.
G. Brown. (1990). Cultural Values: The Interpretation of Discourse. ELT, (1): 11-17.
5.
Kramsch, C. & Sullivan P. 1996. ‘Appropriate pedagogy’. ELT Journal 50/3: 199
-212.
PROFESSIONAL AND PEDAGOGICAL COMPETENCE OF EFL
TEACHERS
Gofurova Muxlisa Islomjon qizi
student of Uzbek State World Languages University
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Abstract
The majority of people believe if a person has a decent command of the language, he will
be able to teach it without any problems. However, reality shows the exact opposite. Even some
native English language teachers fail to educate the language effectively. Teaching encompasses
not only demonstrating the teacher's knowledge but also enabling students to use their potential
confidently, this process requires both professional and pedagogical competence from the
educators. However, it is not easy for EFL teachers to develop their skills to reach high education
quality and enthusiasm of students towards English. In this process, teachers feel extremely
exhausted and burned out without the necessary pedagogical competence. In this article, the
researcher suggests that EFL teachers need to advance their pedagogical and professional
competence by combining a differentiated instruction approach and classroom management
techniques in the classroom. These methods are useful in conducting lessons for each grade,
especially, for primary school students whose linguistic skills and language acquisition have not
fully developed yet.
Key words:
EFL teachers, pedagogical competence, professional competence,
differentiated instruction, classroom management
In recent years teaching English has become one of the important pillars of
education in many countries due to the rapid globalization process and increasing
demand of people who want to master this language for different purposes. To
improve the effectiveness and success of this process, professionally and
pedagogically EFL teachers are in high demand in multiple educational realms. In
some countries like Uzbekistan, the process of teaching English as a foreign
language has improved a lot due to the efforts of the government in contributing to
English learning engagement, yet there are some undeniable challenges that EFL
teachers encounter in their professional career path.
It should be admitted that a great number of youngsters show an interest in
becoming an EFL teacher, but after getting their qualification in this field they may
lose their interest to work in this field. Some reasons are obvious, as they struggle
with coping with a rowdy class, teaching the language to the school students who
are not enthusiastic to learn it, and a constant state of “burning out” mode which
leads them to a lack of creativity and motivation to teach in a classroom and reach
the objectives of the curriculum. Other reasons are related to their own abilities and
teaching skills that do not match with the modern educational setting environment.
Thus, to become successful and resourceful English teaching masters, EFL teachers
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must constantly update their knowledge, reflect on their lessons, and learn and grow
pedagogically and professionally.
Each profession requires certain skills, knowledge, and expertise to achieve
great results and bring benefits to society and science as a whole. So, what
competencies and expertise should EFL teachers have so that they and their students
become satisfied with the learning and teaching process and master in English
language?
According to Cambridge Dictionary, “competency is the ability to do
something well”.
Professional competence encompasses a blend of knowledge,
skills, attitudes, and behaviors necessary to perform tasks and achieve objectives in
a specific profession or occupation. In the realm of education, pedagogical
competence denotes the aptitude and capacity of educators to facilitate learning,
foster student development, and create conducive learning environments. Although
the notions of professional and pedagogical competence of EFL teachers are similar
and interchangeable, there is a subtle nuance between them.
The distinction between
the pedagogical and professional competence of English as a Foreign Language
(EFL) teachers lies in the specific focus and application of skills within the
educational context.
Wulandari, et al (2020) (6) Lungu (2015) (3) and Husein (2014) (2) cite that
a teacher should have both professional and pedagogical competence in EFL
teaching; professional competence comprises English proficiency, and, while
pedagogical competence refers to the capacity to teach English as foreign language
learners.
Professional competence of EFL teachers.
The term professional
competence is a broad concept that encompasses the linguistic competence of EFL
teachers adding the whole skills that constitute their pedagogical competence as
well. Foreign language teachers deal with the language itself making it a direct object
of their work. Thus, it is highly important for them to master English. Their main
aim and purpose are to convey language acquisition and this means they should
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represent the language in practice. However, language is not just the block of words
that learners need to translate from L1 to L2. Language is a complicated
phenomenon that encompasses several skills and aspects including reading, writing,
speaking, and listening along with phonetics, grammar, and vocabulary aspects.
Furthermore, linguistic knowledge is essential for EFL teachers as it enables them
to understand the intricacies of language structure and usage. Proficiency in
phonetics helps teachers accurately model pronunciation for students, facilitating
their development of clear and understandable speech. A deep understanding of
grammar allows teachers to effectively explain grammatical rules and structures,
aiding students in constructing grammatically correct sentences. Vocabulary
knowledge allows teachers to select appropriate words and phrases for different
contexts, enriching students' language skills and expressive abilities. Additionally,
comprehension of reading and listening strategies enables teachers to design
engaging activities that enhance students' comprehension skills. In essence,
linguistic knowledge equips EFL teachers with the tools necessary to guide their
students through the complex process of language acquisition effectively.
E
FL teachers’ self
-awareness in updating, upgrading, and refreshing their
target language knowledge and mastery and also teaching skills, will be able to
attract students to make them more engaged in their learning by becoming more
effective in their teaching and able to become a model for the students. Having a
good mastery of the target language is one of the qualities of a good English teacher.
Richards (2010), mentions 10 qualities or characteristics of exemplary language
teachers, one of them is about language proficiency. (4)
Learners tend to look up to their teachers as their model in the process of
learning and acquiring the target language. The possibility for the learners to get the
experience to communicate with native speakers of English is very small. Therefore,
EFL teac
hers’ teaching competence and language proficiency are still very
important for the teachers to master or possess. Teacher lack of English proficiency
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has been pointed out as one of the biggest obstacles to successful teaching and
learning of English.
Pedagogical competence of EFL teachers.
The ability to teach a foreign
language effectively goes beyond just being a proficient speaker but also requires a
set of pedagogical competencies that can enhance the teaching and learning
experience. Pedagogical competence primarily pertains to the educator's ability to
employ effective teaching methods, instructional strategies, and assessment
techniques to facilitate language learning among students. It involves a deep
understanding of language acquisition theories, proficiency in lesson planning, and
the capacity to adapt teaching approaches to meet the diverse needs of learners.
Generally, the pedagogical competence of EFL teachers includes pedagogical
content knowledge (PCK), lesson planning, classroom management, assessment and
evaluation, classroom language, differentiation and individualization, classroom
language, and technological proficiency that would be helpful for them while
teaching the language.
Most of the students who major in the EFL teaching context are already
aware of different language teaching strategies that refer to the PCK, they can excel
in assessing students’ knowledge and progress, using different technological tools
to engage learners but they still fail to conduct their lessons successfully. Even in
primary school teaching great pedagogical skills are required despite the
misconception that little students are self-motivated, enthusiastic, and controllable
learners. However, the reality shows the difference. The young learners have limited
attention span, difficulty in the language development process, and different levels
of English (as some students already got acquainted with English in pre-school
environment, some of them just started learning English in the 1
st
grade of school),
and limited vocabulary in the target language. As a result, the classroom can become
chaotic and disorganized. To facilitate this process, EFL teachers should implement
a differentiated instruction approach based on the background knowledge of little
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390
students and apply effective classroom management strategies to provide discipline
and an engaging learning environment.
Classroom management.
It is essential to manage the class in the primary
school realm. These students are not fully disciplined and organized thus teachers
should make a great effort to create an optimal environment for teaching.
Establishing clear and predictable routines for transitions, activities, and behavior
expectations is important as it provides structure and security for young learners.
This can be established at the beginning of the academic year and the list can be
created with young students to make it sensible and unforgettable. Moreover, setting
a time frame for each activity and demonstrating it during the tasks minimizes the
difference between slow and fast doers submitting the task deadlines. Additionally,
promoting a friendly environment and teaching young learners to work in a group
with mutual understanding effects positively to their academic achievement. As it
was mentioned by
Domitrovich “Classroom management strategies such as visual
aids and positive reinforcement between students have been shown to enhance
engagement and decrease disruptive behaviors in preschool settings”
(1).
Differentiated instruction.
EFL teachers should observe and group young
students based on their language proficiency levels. This allows teachers to design
different activities and engage students to work individually or even together with
peers of similar abilities. For instance, beginner students might work on basic
vocabulary, while more advanced students focus on constructing sentences. Another
important aspect is creating an engaging lesson that includes different multi-sensory
activities since young learners have different preferences and needs. Some of them
like learning through music and chanting, and some of them through drawing and
painting.
For example, including flashcards with pictures, sounds, and gestures to
teach vocabulary may give better results and reinforce their learning process.
Flexible Learning Paths offer various learning pathways or activities to
accommodate diverse needs and interests. Providing different activities for the same
vocabulary words based on their level provides better engagement of students. For
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example, low-level students can find one missed letter in the word, while high-
achievers can find out the words from scrambled letters. Research conducted by
Tomlinson in 2001 emphasizes the benefits of differentiated instruction for diverse
learners, including young children, by promoting individualized learning
experiences and improving academic performance. (5)
To conclude, the professional and pedagogical competence of EFL
teachers is important to building a successful career and helping their students
achieve high language proficiency, better engagement, and creating a positive
learning environment. It prevents EFL teachers from getting burned out and
demotivated in the process of teaching. Using creative teaching methods such as
differentiated approach and effective classroom management strategies helps
teachers cope with challenges in pre-school English teaching process and provides
great results both for students and the teacher.
References
1.
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving Young
Children's Social and Emotional Competence: A Randomized Trial of the Preschool "PATHS"
Curriculum. The Journal of Primary Prevention, 28(2), 67-91.
2.
Husein, H. R. (2014). The Role of Teacher Competence in the Teaching of English as a
Foreign Language (EFL) in Indonesia. Journal of Education and Practice, 5(20), 126-132.
3.
Lungu, E. (2015). The Importance of Teacher’s Professional Competence in English
Language Teaching. Procedia - Social and Behavioral Sciences, 180, 1405-1412.
4.
Richards, J. C. (2010). Competence and Performance in Language Teaching. In H.
Byrnes (Ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp.
44-60). Continuum.
5.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms
(2nd ed.). ASCD.
6.
Wulandari, S. E., Sudarwati, E., & Novitasari, D. (2020). Developing Professional
Competence in English Teaching for Elementary School Teachers. Journal of Research &
Method in Education, 10(2), 7-15.
ASSESSMENT TECHNOLOGY OF SPEAKING SKILLS BASED ON A
COMMUNICATIVE APPROACH
Xudoyberganova Dildora
student of Uzbek State World Languages University
